جست‌وجوی استاد و پژوهشگر

Vanessa Svihlaمشاهده پروفایل

استاد

• Learning Sciences
• Engineering Education
• Design Learning
• +۳ مورد دیگر

Vanessa Svihla is a Professor in the Department of Chemical and Biological Engineering at the University of New Mexico (UNM). She holds a Ph.D. in Science Education from The University of Texas at Austin (2009), an M.S. in Geological Sciences (2003), and a B.A. in Geology and Russian from Smith College (1997). Her research focuses on learning sciences, particularly how people learn through design processes and the role of technology in authentic assessment. She investigates framing agency—the ability to make consequential decisions in learning and design contexts—and develops tools for educators to foster this skill. Dr. Svihla's work emphasizes interdisciplinary approaches, using methods like regression modeling, network analysis, and design-based research. She has received the NSF CAREER Award (2018) for her project on Framing and Reframing Agency in Making and Engineering (FRAME). Her teaching includes advanced instructional design courses (OILS 601) and graduate-level instructional design (OILS 543). Research Highlights: Design learning, project-based learning, equity-centered education, and engineering identity development Key Themes: Material agency, socio-technical design challenges, and expansive empathy in engineering education Her recent publications explore agency in chemical engineering education, equity-focused change frameworks, and speculative design for organizational transformation. She also investigates how students' cultural identities influence persistence in STEM and the role of faculty agency in institutional change. Awards: NSF CAREER Award (2018) Grants & Impact: Leverages NSF funding to create curricular innovations that enhance student retention and faculty-driven equity initiatives. Collaborates on interprofessional courses addressing climate change and public health. Labs/Teams: Engaged with UNM's Chemical and Biological Engineering department, focusing on design-based research and equity-centered educational initiatives.

Erika Nicole Pontمشاهده پروفایل

دانشیار

• Psychology and Law School Pedagogy
• Metacognition
• Lawyer Wellness
• +۳ مورد دیگر

Erika Nicole Pont is an Associate Professor and Associate Director of the Fundamentals of Lawyering Program at the George Washington University Law School, serving as Coordinator of the Dean's Fellow Program and liaison to the Gambrell award-winning Inns of Court Program. Education: BA with high honors in government from Smith College JD from George Washington University Her research centers on psychology-law pedagogy intersections, metacognition, and lawyer wellness, with specialized focus on curricular innovations for professional identity formation in first-generation law students. She develops evidence-based teaching methods to enhance legal education through wellness initiatives and metacognitive strategies. Prior to academia, Professor Pont practiced complex commercial litigation for over a decade at McDermott Will & Emery, handling bench/jury trials and pro bono immigration/death penalty cases including first-chairing hearings and filing ABA amicus briefs. She has mentored numerous students and junior associates throughout her career. As Director of the Dean's Fellow program, she trains upper-level students to support 1Ls and faculty. She holds certifications as a Mental Health First Aid Provider (National Council on Behavioral Health) and in Psychology of Happiness (UC Berkeley's Greater Good Science Center).

Loretta Ayersمشاهده پروفایل

استادیار

• Literacy Education
• Social-Emotional Learning
• Culturally Responsive Teaching
• +۲ مورد دیگر

Dr. Loretta Ayers serves as an Assistant Professor in the Early Childhood Education program at Baldwin Wallace University, leveraging over twenty years of K-12 classroom experience as a teacher and leader across kindergarten through fifth grade in Northeast Ohio and other states to mentor future educators. Education: Ed.D. in Curriculum and Instruction, University of South Carolina (2020) Research Expertise: Her scholarship centers on evidence-based literacy instruction for English language learners, the interplay between social-emotional development and academic outcomes in elementary students, and cross-curricular literacy integration. She actively develops culturally responsive pedagogical frameworks and examines preservice teacher preparation strategies to bridge educational theory with classroom practice in diverse settings. Professional Mentorship: Dr. Ayers guides preservice teachers through immersive clinical experiences, drawing on her background as a curriculum developer and school leader to prepare educators for complex classroom dynamics and multicultural student populations.

Rainer Schliermannمشاهده پروفایل

استاد

• Educational Sciences
• Social Work Research Methods
• Sports Psychology
• +۷ مورد دیگر

Prof. Dr. Rainer Schliermann is a Professor of Educational Sciences and Social Science Research Methods at Regensburg University of Applied Sciences (OTH Regensburg), Faculty of Social and Health Sciences. He serves as a member of the Examination Board for the BA Social Work, Bachelor of Music and Movement-Oriented Social Work programs, and is the Module Responsible for the Basic Module in Social Research and Evaluation in the part-time Master's in Leadership and Communication Management. Additionally, he holds the position of Officer for Inclusion and Contact Person for Anti-Discrimination at the university. His academic background includes: Diplom Sozialpädagoge (FH; FH-Würzburg-Schweinfurt) Diplom Pädagoge (Univ.; Uni Bamberg) Dr.phil. (Sportwissenschaft; Uni Halle-Wittenberg) Dr.phil.habil. bzw. Privatdozent (PD) (Venia legendi: Sportwissenschaft; Uni Halle-Wittenberg) Professor Schliermann's research focuses on the intersection of educational sciences, social work, and sports psychology, with particular attention to disability studies and inclusion. His work examines social and emotional competencies of students in social pedagogical courses, psychology and pedagogy in sports for people with disabilities (such as wheelchair basketball and deaf sports), stress management and burnout prevention in sports coaching (particularly football), psychological skills training in competitive sports, and inclusion-related issues in physical activity contexts. His research spans both theoretical frameworks and practical applications, emphasizing evidence-based approaches to improving performance and well-being in diverse populations. His recent publications demonstrate a consistent focus on adapted physical activity, mental skills training in sports, and the application of social work principles in sports contexts. A significant portion of his work addresses the psychological aspects of disability sports, particularly wheelchair basketball and deaflympic sports. His research methodology combines quantitative and qualitative approaches, often employing empirical studies, systematic reviews, and meta-analyses. There's a clear trajectory toward increasingly interdisciplinary work, integrating perspectives from psychology, education, social work, and sports science to address complex issues in inclusive sports and social work practice. Professor Schliermann has served as a peer reviewer for numerous academic journals including Sports Science, Deutsche Zeitschrift für Sportmedizin, Leipziger Sportwissenschaftliche Beiträge, Adapted Physical Activity Quarterly, and International Journal of Sports Science & Coaching. His professional memberships include the Deutsche Vereinigung für Sportwissenschaft (DVS), Arbeitsgemeinschaft für Sportpsychologie in Deutschland (asp), and several international organizations including the American Educational Research Association (AERA) and the International Society of Sport Psychology (ISSP). His academic career includes positions as Scientific Assistant (Habilitand) at Uni Halle-Wittenberg, Scientific Assistant and Scientific Director at the Research Institute for Inclusion through Movement and Sport (FIBS gGmbH), W2-Visiting Professor of Exercise Psychology at Uni Leipzig, and his current position as W2-Professor of Educational Sciences and Social Science Research Methods at OTH Regensburg. He has additional qualifications including the Curriculum Sportpsychologie im Leistungssport (asp/BDP), Progressive Muscle Relaxation course leadership, and Project Management training.

Tiffani Riggers-Piehlمشاهده پروفایل

دانشیار

• College student development
• Campus climate
• Spirituality and religion in college
• +۵ مورد دیگر

Tiffani Riggers-Piehl serves as Associate Professor of Higher Education and Program Coordinator for the Higher Education Masters and Doctorate (EDD) programs at the University of Missouri Kansas City's School of Education, Social Work and Psychological Sciences. She advises doctoral and masters students while leading the Higher Education Student Association (HESA). University: University of Missouri Kansas City School: School of Education, Social Work and Psychological Sciences Department: Higher Education Position: Associate Professor & Program Coordinator Dr. Riggers-Piehl's research centers on holistic student development in higher education, with particular emphasis on how students develop meaning and purpose across multiple identity dimensions. Her work investigates campus climate effects on religious students, gender differences in educational experiences, and faculty-student interactions that foster spiritual development. She employs interdisciplinary and collaborative approaches to examine how religious identity intersects with other social identities in shaping college experiences. Her scholarship aims to create more inclusive classroom and co-curricular environments that improve student outcomes through evidence-based practices. Analysis of Dr. Riggers-Piehl's publication record reveals consistent focus on religious identity in higher education, particularly examining how campus climate affects evangelical Christian students, religious minorities, and STEM students. Her research demonstrates how faculty interactions can enhance spiritual development while navigating political and social complexities. The longitudinal nature of her work shows evolving methodology from single-institution studies to national multi-institutional collaborations examining interfaith experiences. Associate Editor, Journal of College and Character Secretary/Treasurer, Religion and Education SIG (AERA) Dr. Riggers-Piehl actively mentors graduate students while securing significant research funding. Her grant portfolio includes a $43,000 National Coalition for Girl's Schools award investigating single-sex education effects on university transition, a $7,500 Andrew W. Mellon Foundation grant examining STEM students' worldview development, and a $3,000 NACADA grant studying academic advisor belonging. Her research methodology combines quantitative analysis with qualitative insights to address practical challenges in higher education administration. Her scholarly contributions extend to developing frameworks for understanding religious pluralism on campus and creating inclusive spaces that honor diverse worldview commitments while fostering intellectual growth across identity dimensions.

Mahnaz Moallemمشاهده پروفایل

استاد

• Problem-Based Learning (PBL)
• Project-Based Learning (PBL)
• STEM Education
• +۴ مورد دیگر

Mahnaz Moallem is a Professor and Chair of the Department of Learning Technologies, Design & School Library Media at Towson University (Maryland). Formerly a Professor and Research/Grant Coordinator at the University of North Carolina Wilmington (1993–2018), she holds a Ph.D. in Instructional Systems Design from Florida State University. Her expertise centers on Problem-Based/Project-Based Learning (PBL), STEM education, and assessment of complex learning outcomes like problem-solving and critical thinking. Education: Ph.D., Instructional Systems Design, Florida State University, 1993 M.S., Educational Technology, School of TV and Cinema, Tehran, Iran, 1980 B.A., English Translation, College of Translation, Tehran, Iran, 1976 Research Interests: Mahnaz specializes in applying PBL frameworks to STEM fields, integrating computational modeling/simulation into curricula, and evaluating learning outcomes. She emphasizes technology-enhanced learning environments and has pioneered programs using PBL for skill development. Her work bridges theory and practice, addressing both K-12 and higher education contexts. Grants & Projects: Principal Investigator for Maryland Center for Computing Education grants ($49,736) Co-PI for NSF-funded initiatives like the IDEA-STEM program ($188,061) Lead on projects advancing teacher training in computational thinking and STEM integration Awards: Recipient of multiple teaching, research, and mentorship awards. Served as a Rotating Scientist at the National Science Foundation (NSF). Labs/Initiatives: Collaborates internationally on STEM education projects and serves on editorial boards for journals like TechTrends and Malaysian Journal of Learning and Instruction .

• Sustainable Design
• Engineering Education
• Project Management
• +۲ مورد دیگر

Marnie Jamieson is a Teaching Professor in Chemical Engineering Design at the University of Alberta's Department of Chemical and Materials Engineering. Her office is located in the Donadeo Innovation Centre for Engineering at 9211 116 St, Edmonton, AB T6G 2H5. Her research focuses on leveraging sustainable design, life cycle analysis, risk management, and project management frameworks across all phases of engineering projects—from innovation to reclamation. She develops pedagogical approaches for engineering education, particularly in blended learning and project-based courses with industry partnerships, and creates assessment methods for complex design projects. She teaches CHE 435/465 Blended Learning Project, which integrates engineering principles, team development, project management, sustainability, economics, and safety in real-world problem-solving. She facilitates engineering mentorship through industry partnerships and applies CEAB graduate performance criteria to curriculum design. Recent publications focus on engineering education reform, including studies on capstone design pedagogy, online learning during COVID-19, graduate attribute assessment, academic integrity frameworks, and leadership development in engineering curricula. Her research consistently addresses how to effectively integrate professional competencies into technical education. Educational Innovations: Pioneered blended learning approaches for design education Developed methodologies for assessing complex competencies in open-ended projects Integrated Canadian Engineering Grand Challenges into first-year curriculum

Joseph P. Draperمشاهده پروفایل

دانشیار

• Ethics
• Religious Studies
• Cognitive Science
• +۳ مورد دیگر

Joseph P. Draper is Chair of the Humanities Department and an Associate Professor of Philosophy and Religious Studies at Regis College. He holds a PhD from Boston College (2008) and an MA from the University of St. Thomas, St. Paul School of Divinity (1994). His research focuses on the intersection of ethics, religious belief, and mental complexity, employing interdisciplinary approaches from cognitive theory, developmental psychology, and anthropology. Dr. Draper has received notable awards including the Lonergan Fellowship (2016, 2010), Kaneb grant (2013/14), and Apple iPad grant (2014). His work emphasizes experiential learning, integrating co-curricular activities and internships into education. Recent presentations include discussions on post-secular thought, MLK’s legacy, and bioethical dilemmas in organ transplantation. Education: PhD Philosophy (Boston College, 2008), MA Philosophy (University of St. Thomas, 1994) Awards: 4 major grants/fellowships since 2010 Publications: 9 key articles/books since 2005 His research often bridges ancient texts with modern ethical challenges, reflected in presentations on Homeric epics and Socratic philosophy (2010) alongside modern issues like gender hierarchy in the Catholic Church (2013). He advocates for communities to evolve through adaptive epistemological frameworks.

Annie Savardمشاهده پروفایل

دانشیار

• Mathematics Education
• Ethnomathematics
• Critical Thinking and Decision-Making
• +۶ مورد دیگر

Dr. Annie Savard is an Associate Professor in the Department of Integrated Studies in Education (DISE) at McGill University. Her work focuses on mathematics education, particularly the development of citizenship competencies through probability education and financial literacy. She explores interdisciplinary approaches using robotics and Professional Learning Communities to enhance teacher development. Key research themes include critical thinking in gambling contexts, ethnomathematics, and competency-based teaching strategies. Education: Ph.D. in Mathematics Education (2008), Université Laval M.A. in Science Education (2004), Université Laval B.A. in Elementary Education (1992), Université Laval Research Interests: Probability education and decision-making Financial numeracy integration in curricula Ethnomathematics and cultural pedagogies Teacher professional development via PLCs Robotics for STEM competencies Mathematical problem-solving paradigms Her publications emphasize curricular equity in francophone education, computational thinking in teacher training, and the intersection of gambling literacy with mathematics education. She collaborates with institutions like CIRANO and SMERG to advance educational research.

• Design for Social Innovation
• Social Entrepreneurship
• Sustainable Development
• +۵ مورد دیگر

Jennifer May is an Adjunct Associate Professor and the director of Designmatters at ArtCenter College of Design, where she leads initiatives in design for social innovation. She oversees cross-sector partnerships, curricular development, and special projects in global health, public policy, sustainable development, and social entrepreneurship. She teaches courses such as DesignMatters Fellowship and Designing Social Enterprise. Education: BA, Emerson College MBA, USC Marshall School of Business Her research and professional work focus on innovative design practices that address complex social challenges. As a leader in transdisciplinary design education, she works closely with faculty, department chairs, and external partners to create impactful learning experiences. Her expertise lies in bridging design with social enterprise and policy innovation. While no recent articles are listed, her editorial leadership in the award-winning LEAP Dialogues series reflects a strong contribution to the discourse on career pathways and pedagogy in design for social innovation, particularly in shaping emerging practices and educational frameworks. Scientific Awards: Award-winning publication: LEAP Dialogues: Career Pathways in Design for Social Innovation Jennifer May has served as an adviser for transdisciplinary studios and has led educational initiatives supported by external partnerships and special projects. Her leadership in publications and curriculum development demonstrates sustained engagement with grants and academic funding, though specific grants are not detailed. She was a Brittingham Social Enterprise Lab Society and Business Fellow, Forté Fellow, and vice president of Programs for Net Impact during her MBA, reflecting early leadership in social enterprise. She leads the Designmatters department, an active hub for social innovation at ArtCenter, which functions as both a curricular and extracurricular platform. The department fosters collaborative studios, publishes influential open-source educational materials, and engages in global challenges through design thinking and cross-sector collaboration.

• Educational Inequality
• School Desegregation
• Social Organization of Schools
• +۱۰ مورد دیگر

William T Trent is a Professor in the Department of Sociology at the University of Illinois at Urbana-Champaign with an additional affiliation as Professor Emeritus in Education Policy, Organization and Leadership. His joint appointment focuses on diversifying scholars in education research and the sociology of education through administrative leadership and academic contributions. His research centers on three interconnected domains: Educational Inequality, examining school desegregation effects (K-12 to post-secondary), social organization of schools, status attainment, and co-curricular activities; Race and Ethnicity, analyzing social stratification, mobility, and equality of opportunity; Complex Organizations, Social Change, and Education Policy, investigating institutional dynamics and policy impacts. This work critically addresses systemic barriers at the intersection of race, education, and social structures. Recent publications (2018-2020) reveal sustained emphasis on race in education, diversity initiatives, and STEM access for underrepresented populations. His scholarship bridges sociological theory and education policy, prioritizing institutional transformation and the experiences of marginalized student groups through empirical studies of programs like the Gates Millennium Scholars. Dr. Trent served as Principal Investigator for the Summer Research Opportunity Program study in the Committee on Institutional Cooperation (CIC) and an NSF-funded STEM project focused on broadening participation and successful completion pathways. His teaching includes foundational courses in Sociology of Education and specialized seminars on educational access, stratification, and policy.

Conway Campbell Srمشاهده پروفایل

عضو هیئت علمی

• Higher Education Leadership
• Student Success and Retention
• Student Affairs
• +۵ مورد دیگر

Conway Campbell Sr is an Adjunct Lecturer in the Doctorate Education program at Regis College , where he teaches courses on Co-curricular Engagement, Higher Education Law, and the History of Higher Education. With more than 25 years of experience in higher education, he also serves as Vice President for Student Success at Assumption College , chairing the Presidential Committee on Racial and Ethnic Diversity, the University Retention Initiatives Committee, and the CARE team. Dr. Campbell’s scholarly focus centers on student success, retention, and the development of healthy relationship education for college students. Education: Doctor of Education (EdD), Regis College Master of Education (MEd), University of Massachusetts, Lowell Bachelor of Arts, University of Connecticut Research & Teaching Interests: Dr. Campbell’s research explores institutional strategies for teaching healthy romantic relationships to traditional-age undergraduates. In the classroom, he emphasizes holistic student development, persistence, and the translation of theory into practice. His courses prepare doctoral students to address complex issues within higher education systems using evidence-based approaches. Scholarships & Honors: Outstanding Doctoral Student, Regis College, 2019 Presidential Award for Excellence in Service, Assumption University, 2016 Leadership & Mentoring: Beyond teaching, Dr. Campbell founded the Positively Achieving Leadership by Men in Society (P.A.L.M.S.) program at Assumption University, aimed at mentoring college men. He is recognized for his ability to unify groups through consensus-building and listening, and he actively mentors students both inside and outside the classroom.

• Social Studies Education
• Citizenship Education
• Global Education
• +۳ مورد دیگر

Anatoli Rapoport serves as Professor in the Department of Curriculum and Instruction at Purdue University's College of Education, where he has held progressively senior positions since 2000. His expertise spans social studies education, citizenship education, and global educational frameworks, with particular focus on post-Soviet educational contexts and U.S. comparative practices. His educational background includes: Ph.D. in Social Studies Education, Purdue University (2006) M.S. in Social Studies Education, Purdue University (2002) B.A. in Foreign Language Education, Tula State Pedagogical University, Russia (1979) Rapoport's research examines the complex interplay between globalization, citizenship identity formation, and educational policy. He investigates how educational systems navigate tensions between national identity and global citizenship, with increasing attention to technological disruptions in social studies pedagogy. His work critically analyzes patriotic education frameworks in transitional societies while developing constructive models for democratic citizenship education. Recent publications reveal evolving research trajectories: early work focused on post-Soviet civic identity construction, shifting toward global citizenship frameworks, and most recently integrating artificial intelligence's impact on social studies education. This progression reflects growing emphasis on technology-mediated global learning and the challenges of teaching citizenship amid rising nationalism. His distinguished recognition includes: Doctor Honoris Causa from the Academy of Science of Moldova (2017) Outstanding Leadership in Globalization Award from Purdue University (2020) Fulbright Scholarship Board Certificate of Appreciation (2015) Multiple Curriculum & Instruction Excellence Awards at Purdue Rapoport directs substantial externally funded initiatives, primarily through U.S. Department of State programs like the Benjamin Franklin Transatlantic Fellowship ($750,000, 2022-2024). His grant portfolio demonstrates sustained commitment to international educational exchange, teacher development, and cross-cultural curriculum design, with particular focus on Eastern Europe and Central Asia. These projects facilitate substantive collaboration between U.S. and international educators while generating empirical research on global citizenship education. His leadership extends through extensive grant-funded international programming, though specific laboratory structures aren't documented. Current initiatives position him at the intersection of educational technology, global citizenship theory, and practical teacher development.

• STEM Education
• Mathematics Education
• Science Education
• +۴ مورد دیگر

Michael John Delargey is a College Lecturer in ICT and Mathematics Education at the School of Education, University College Cork since 2001. He teaches both pre-service and in-service courses in mathematics methodology and ICT in education, and supervises trainee teachers on school placement. His educational background includes: BSc in Mathematics, Experimental Physics, and Chemistry from NUI Maynooth (1991) Diploma in Mathematics from Maynooth University (1992) Diploma in Education from NUI Galway (1994) Diploma in Systems Analysis from NUI Galway (1993) Masters in Education from UCC (1998) Dr. Delargey's research focuses on STEM (Science, Technology, Engineering, and Mathematics) education and teacher education. His doctoral research examined the implementation of mathematics syllabi using a complexity framework. He has led projects including Datalogging and mathematics teaching, contributed to The Learning to Teach Study (LETS), and participated in FIRSTMATH Piloting - Ireland. His work often explores the practical challenges teachers face when implementing curriculum reforms and integrating technology into mathematics instruction. His publication record reveals a consistent trajectory examining mathematics education reform, teacher development, and technology integration. Over the years, his research has evolved from practical applications of technology in mathematics classrooms to more theoretical examinations of educational change using complexity theory. His notable recognition includes: The NUI Mary L Thornton Scholarship in Education (2008) Frank McGrath Perpetual Award for Equality and Welfare (2014) Dr. Delargey has supervised over thirty M.Ed. dissertations on diverse topics in mathematics education and teacher development. He has secured research funding from multiple sources including Intel, the Institute of Mathematics and its Applications, and UCC's College Research Fund. Beyond his academic work, he serves on the Governing Body of UCC representing non-professorial academic staff and holds leadership positions in the Irish Federation of University Teachers, reflecting his commitment to both educational practice and faculty welfare.

Luís Filipe Madeiraمشاهده پروفایل

استادیار مهمان

• Political Science
• International Relations
• European Union Studies
• +۳ مورد دیگر

Luís Filipe Madeira is a Visiting Assistant Professor at the University of Beira Interior (UBI), affiliated with the Department of Political Science. He holds a PhD in Political Science from Institut d'Études Politiques (Bordeaux IV), a Master’s from the School of Oriental and African Studies (University of London), and degrees in Law and Public Affairs from European institutions. His academic roles include teaching Political Science and International Relations courses at UBI, focusing on EU institutions, electoral systems, and public policy. Madeira is an integrated researcher at the Institute of Practical Philosophy and collaborates with the Center for Overseas History (New University of Lisbon). His research interests span European Union governance, electoral behavior, colonial history, and political terminology. Notable contributions include analyzing complex EU crises, Portuguese colonial budgets as imperial propaganda, and conceptualizing political terms like 'Ballotage' and 'Militantismo.' His work bridges theoretical frameworks with empirical studies in political science and historical analysis. Teaching responsibilities include curricular units such as 'Institutions and Policies of the European Union' and 'Electoral Systems and Behaviors.' He emphasizes public policy design and regional governance in graduate programs. Collaborative projects with overseas history institutions highlight his interdisciplinary approach to political phenomena.